A Study On The Dialogue Relationship Between Teachers And Students In The Teaching Of Chinese Reading In Senior High Schools

Teacher-student relationship is the most basic interpersonal relationship in Chinese reading teaching in high school,teacher-student dialogue is an important form of the realization of this relationship.Since the introduction of the basic education curriculum reform in the 21st century,high school Chinese reading teaching attaches importance to multiple dialogues between teachers,students and texts.However,how to truly realize the teacher-student dialogue relationship in high school Chinese reading teaching deserves further study.This thesis mainly content has three aspects:The first,this part discusses the theory of teacher-student dialogue relationship in high school Chinese reading teaching.First of all,from the general teaching point of view discuss the dialogue teaching and the teacher-student relationship,the explicit dialogue classroom teacher-student relationship connotation;Secondly,according to the elements of dialogue activities,this paper discusses the relationship between multiple dialogues from the perspective of high school Chinese reading teaching,analyzes the characteristics of the teacher-student dialogue relationship,and makes clear the roles of teachers and students;The last,the author puts forward the "real dialogue"and "fake dialogue" in the dialogue between teachers and students,and expounds the "real dialogue" in the relationship between teachers and students in high school Chinese reading teaching:(l)The design of the dialogue topic,conversation topic design surrounding text,stick to the teaching goal,logical;(2)As a communicator,the teacher focuses on the students' original understanding of the text;(3)Students,as communicators,actively and autonomously construct the text meaning and participate in the dialogue with a personalized understanding of the text.The second,according to the requirement of "true dialogue" relationship between teachers and students in Chinese reading teaching in senior high school.,Selected two Chinese teachers and their Chinese class reading teaching cases in S county J senior high school as a case study.From the grasp of the situation,the teacher and student conversation topic dialogue situation,students participate in the dialogue three sides facing two teachers for high school language reading teaching dialogue relations have different understanding and grasp of the teacher.Teacher S has a deep understanding and grasp of the dialogue between teachers and students,and teacher D lacks correct understanding and grasp of the dialogue relationship between teachers and students.The research results show:(1)The topics designed by S teacher are completely in line with the teaching objectives,related to the text,and the topics are clear,in-depth,interlocking and logical,the topic of teacher D's design is less related to the teaching target,and the topic lacks logic;(2)The dialogue between teacher S and students is wide and focuses on students' original understanding of the text.Teacher D's voice in the classroom is clearly falling on the students who are active and active,but not enough in dealing with students' original understanding;(3)51 percent of students in teacher S's class actively participated in the dialogue,36 percent of students in teacher D's class actively participated in the dialogue,most students have a pre-reading of the text and participate in the dialogue with a personalized understanding;(4)The reasons for the realization of the "real dialogue" between teachers and students:?Teacher's understanding of the dialogue is not profound;? Teachers are not sure about the text of the dialogue;?Teachers lack the attention of the dialogue objects-the students;? As communicators,students lack the enthusiasm to participate in the dialogue,and lack the original understanding of the text when participating in the dialogue.The third,this part puts forward the suggestion of realizing the "real" dialogue relationshipbetween teachers and students in high school Chinese reading teaching.First of all,teachers should improve their understanding of the dialogue relationship between teachers and students:(1)Teachers deepen their understanding of the dialogue relationship between teachers and students,have a high degree of understanding in theory to clarify the connotation of the dialogue relationship between teachers and students.(2)Correct the dialogue between teachers and students in high school Chinese reading teaching,locate the dialogue between teachers and students accurately,study the relationship between teachers and students and improve the theoretical cultivation,to effectively implement the teacher-student dialogue relationship.Secondly,enhance the dialogue ability between teachers and students:(1)In the aspect of teachers,it is necessary to enhance the ability to grasp the collective dialogue relationship with students and students;(2)In terms of students,it is necessary to cultivate the reading ability,develop the habit of preview,establish the study view of self-exploration,and be able to participate in the dialogue with the original understanding of the personalized text.